Racism, 'Racial Integration'
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SOUTH AFRICAN HUMAN RIGHTS COMMISSION RACISM, ‘RACIAL INTEGRATION’ AND DESEGREGATION IN SOUTH AFRICAN PUBLIC SECONDARY SCHOOLS CONFERENCE ON RACIAL INTEGRATION IN SCHOOLS COMBINED REPORT CONTENTS Page PART 1 : i - 120 RACISM, ‘RACIAL INTEGRATION’ AND DESEGREGATION IN SOUTH AFRICAN PUBLIC SECONDARY SCHOOLS A Report on a Study by the South African Human Rights Commission PART 2 : 121 - 157 REPORT ON CONFERENCE ON RACIAL INTEGRATION IN SCHOOLS By The South African Human Rights Commission RACISM, ‘RACIAL INTEGRATION’ AND DESEGREGATION IN SOUTH AFRICAN PUBLIC SECONDARY SCHOOLS A Report on a Study by the South African Human Rights Commission (SAHRC) Salim Vally and Yolisa Dalamba February 1999 i Report on a Study by the SAHRC February 1999 CONTENTS Acknowledgements iv List of Figures v List of Tables vi Preface vii 1.0 Introduction 1 2.0 Terminology 6 3.0 The Apartheid Legacy 9 3.1 The Legacy of Segregation 9 3.2 Reforms in Education 10 4.0 The New Constitution and Post-1994 Policies 12 4.1 International Human Rights Law, Equality, Racism, Education and the South African Constitution 12 4.1.1 Bill of Rights: Equality Clause 12 4.2 Post-1994 Education Policies 14 4.2.1 The South African Schools Act 14 4.2.2 Language Policy 15 4.2.3 Curriculum 2005 17 4.2.4 Desegregation 17 5.0 Examining Assimilation, Multiculturalism and Anti-racism 22 5.1 Integration and Desegregation 22 5.2 Assimilation – ‘Assuming the Ostrich Position’ 24 5.2.1 Colour-blindness 27 5.3 Segregation – ‘Go Back to Apartheid’ 28 5.4 Multiculturalism – of Samoosas, Saris and … Zulu Dancing 32 5.5 Anti-racism 35 6.0 Methodological Issues 37 6.1 The Data 37 6.2 Limitations 39 7.0 Interpretation of Issues and Themes 41 7.1 Language 41 7.2 Admissions 45 7.3 School fees – ‘race’ and class 47 7.4 Gender, sexism and sexuality 50 ii Report on a Study by the SAHRC February 1999 7.5 Sports – ‘Blacks can’t swim’ 52 7.6 Relations between educators and learners 53 7.7 Discipline 55 7.8 “It’s kind of normal.” – the sheer prevalence and normalcy of abuse 56 7.9 “Feeling like a non-human being” 58 7.10 Not yet simunye! 60 8.0 Recommendations 62 References 72 Appendices 76 Appendix 1: Tolerance vs Transformation 76 Appendix 2: List of Schools Involved in the Study 81 Appendix 3: The Data: Aggregate Tables 85 iii Report on a Study by the SAHRC February 1999 ACKNOWLEDGEMENTS Our thanks go to: The Equality Committee of the SAHRC for its guidance, and to the Commissioners, staff and fieldworkers from the SAHRC, who conceived of and initiated this project, painstakingly collected the data, and who on an ongoing basis commented on the report writing process. Eunice Cross and Tracy Petersen from Wits EPU for assisting with the sorting of the data and the rest of the EPU staff for administrative and other support. The school managements, learners and educators who co-operated with the fieldworkers and provincial education departments for support and information. Neville Alexander, Mfanafuthi Ndlovu and Nazir Carrim for relevant literature and valuable comments. Karin Pampallis for her assistance in aggregating the data into tables and charts, and for her work in editing and layout. Natasha Vally and Nontuthuzelo Ndlovu for sharing their experiences of desegregated schooling, and to Natasha especially for her patience. And finally, to those learners and educators whose views and practices, show, often against great odds, their desire and their ability to transcend the shibboleths of the past and the burden imposed on them by our history. iv Report on a Study by the SAHRC February 1999 LIST OF FIGURES Figure Page 1 Have there been ‘racial’ incidents at the school? 3 2 Does the school have a policy/programme to eliminate racism? 4 3 Proportion of ‘black’/’African’ learners in former ‘white’ ‘coloured’ and ‘Indian’ schools 19 4 Is there racial integration at the school? (former ‘white’ schools) 22 5 Is there racial integration at the school? (former ‘coloured’ schools) 23 6 Is there racial integration at the school? (former ‘Indian’ schools) 23 7 Educator staff profile by colour 26 8 Profile of school governing body members by colour 26 9 Language of instruction 41 10 Wheels … (additive and subtractive bilingualism) 43 11 Whole-school development plan conceptualisation 70 v Report on a Study by the SAHRC February 1999 LIST OF TABLES Table Page 1 Percentage of Gauteng learners by ‘race’ groups 18 2 Total percentage of Gauteng learners by ‘race’ groups in public and independent schools 18 3 Percentage of Northern Cape learners per ‘race’ group in former education departments 18 4.1 to 4.10 Student perceptions of racism (by province and nationally) Appendix 3 5.1 to 5.10 Staff profile by colour (by province and nationally) Appendix 3 6.1 to 6.10 School governing body members and office bearers by colour (by province and nationally) Appendix 3 7.1 to 7.10 Management response regarding language policy (by province and nationally) Appendix 3 vi Report on a Study by the SAHRC February 1999 PREFACE The education system in South Africa has undergone far-reaching changes since 1994. Beyond the structural changes initiated to conform to our Constitution, efforts have been made to introduce a value system totally at variance with the past but one that affirms internationally accepted standards. Central to this system of values are “human dignity, the achievement of equality and the advancement of human rights and freedoms…” (Section 1 (a) of the Constitution, 1996). The Constitution reinforces this commitment to equality and human dignity by spelling out an aversion to discrimination on the basis of race and gender. This is further elaborated upon in the Bill of Rights. In support of these commitments, South Africa ratified the International Covenant on Civil and Political Rights and the International Convention on the Elimination of All Forms of Racial Discrimination. The instruments of accession were deposited with the United Nations in New York on 10 December 1998, to mark the 50th anniversary of the Universal Declaration of Human Rights. The Department of Education has translated these ideals into policy and challenges which have been incorporated in the National Action Plan for the Promotion and Protection of Human Rights. And yet, at the same time as these laudable developments are underway, the situation in schools is far from complementary. In fact very little progress has been made to ensure an end to racial discrimination and prejudice in schools. Our Commission has had to deal with a large number of complaints: discrimination in disciplinary measures, racial violence, and cultural prejudice. Schools continue to be characterised by racial separation and discrimination. Efforts at racial integration have not achieved the desired results, in part because learners approach school with the prejudices imbued in their home environments and the schools have no mechanisms to challenge and stimulate the unlearning of ingrained prejudices, as well as transform the minds of learners. Educators exhibit little or no commitment to constructing a learning environment free from discrimination and prejudice. Too many prefer to deny the existence of racism or presume a superficial tolerance. Some prefer to have their schools as laboratories for cultural assimilation where black learners are by and large tolerated rather than affirmed as of right. Four years since the miracle of 1994, school playgrounds are battlefields between black and white schoolgoers. Formerly white schools have become theatres of struggle for transformation as black parents demand access for their children. In a real sense the real task of education and learning has ceased to take priority. In the long term, our country will pay the price. It was with such a background that the Commission resolved to conduct a study on racism and racial integration in schools. There had been several flashpoints in different parts of the country that have drawn headlines: Potgietersrus, Vryburg, Senekal, etc. We became aware that there was resistance to integration of schools but also fears about integration. Schools were battling without direction and assistance by the education authorities. Generally, there is a policy vacuum in the area of racial awareness and sensitivity. This report is intended to bring these matters to public consciousness so that, aware of it, methods of dealing with it can be devised. Racism should not be a reality to be denied but something that should be viewed for what it is, a malady that negates learning. Through this study, the Commission believes that we are setting in place the mechanisms for the construction of a society that is at one with the ideals of the Constitution. It is our hope that this study will inform education policy and assist in the development of programmes to combat the scourge of racism and racial intolerance in schools. vii Report on a Study by the SAHRC February 1999 The process of reception and consideration of the report will be staged principally through a national conference which will be hosted by the Commission in Randburg on 4-6 March 1999. We are delighted to report that the Department of Education has given strong support to our endeavour. Our hope is that the conference will debate the issues raised by the report and will make proposals for dealing with these matters in the school environment. In commending this study, I wish to end by quoting the Declaration of Principles on Tolerance adopted by the General Congress of UNESCO on 16 November 1995: Tolerance is the responsibility that upholds human rights, pluralism (including cultural pluralism), democracy and the rule of law.